Republic of the Philippines

Department of Education
REGION VI - WESTERN VISAYAS
SCHOOLS DIVISION OF CADIZ CITY
Second Quarterly Examination
GRADE 7 – SCIENCE
SY 2023-2024

Directions: Read the questions carefully and write the letter of the correct answer on your
paper.

Sarah feels so excited to learn how to use a compound microscope. In their group activity, they
were asked to examine a prepared slide of a plant cell. When she started to focus on the
prepared specimen, she noticed that she needs additional light to clearly see the image.

1. Based on the given scenario and illustration, which of the following does Sarah needs to
make adjustments?

A. Stage: The flat platform where the specimen is placed for observation. It has a hole in
the center for light to pass through and illuminate the specimen.
B. Eyepiece or Ocular Lens: The lens at the top of the microscope that you look through
to see the specimen. It typically magnifies the image by 10x.
C. Diaphragm: The part of the microscope located on the condenser that can control the
amount of light entering the microscope. It is a rotating disk with different-sized holes
that can be adjusted to control the light that illuminates the specimen.
D. Objective Lenses: The lenses are attached to the rotating nosepiece with different
magnification powers (4x, 10x, 40x, and 100x) and are used to magnify the
specimen.

2. Xia is a biology student preparing to use a microscope for a lab experiment. She has just
set up the microscope and is ready to start using it. Based on the illustration above, what
is the function of the Course Adjustment Knob?
A. It is for adjusting the image.
B. It is for magnifying the image.
C. It is use to move the stage or lens up and down.
D. It is used for focusing the image.

3. This is the part connecting the base to the head and the eyepiece tube to the base of the
microscope. It supports the head of the microscope and is also used when carrying the
microscope.
 A. Aperture B. Base C. Mirror D. Stage
4. This is the section in which the specimen is placed for viewing. They have stage clips that
hold the specimen slides in place. The most common stage is the mechanical stage,
which allows the control of the slides by moving the slides using the mechanical knobs on
the stage instead of moving them manually.
A. Arm or Handle B. Course Adjustment Knob C. Mirror D. Stage

5. This is a hole in the microscope stage through which the transmitted light from the source
reaches the stage.
A. Aperture B. Base C. Mirror D. Stage

6. Your task is to examine the cells of a leaf through a compound microscope in your
laboratory room. You want to magnify the leaf so that its cells can be seen clearly. Which
part of the microscope will you use?
A. Nosepiece and arm B. Stage condenser and base
C. Eyepiece and objective lenses D. Iris diaphragm and light source

7. This is a part of the microscope that holds two or three objective lenses, it revolves to
allow you to choose the kind of lens you want to use?
A. Stage B. Nosepiece C. Iris diaphragm D. Stage condenser

8. They are located at the top of the microscope. This part is used to look at the specimen.
A. Eyepiece B. Nosepiece C. Iris diaphragm D. Stage condenser

9. These are lenses that are used to collect and focus light from the illuminator into the
specimen. They are found under the stage next to the diaphragm of the microscope.
They play a major role in ensuring clear, sharp images are produced with a high
magnification of 400X and above. The higher the magnification of the condenser, the
clearer the image.
A. Aperture B. Base C. Condenser D. Diaphragm

10. It’s also known as the iris. It is found under the stage of the microscope, and its primary
role is to control the amount of light that reaches the specimen. It’s an adjustable
apparatus, hence controlling the light intensity and the size of the beam of light that gets
to the specimen. For high-quality microscopes, the diaphragm comes attached with an
Abbe condenser, and combined, they are able to control the light focus and light intensity
that reaches the specimen.
A. Aperture B. Base C. Condenser D. Diaphragm

11. The parts of a microscope can be divided into three: mechanical, magnifying, and
illuminating parts. What are examples of the mechanical part?
A. base and arm B. nosepiece and illuminator
C. light source and condenser D. objective lens and eyepiece:

John was asked to prepare a slide with a small section of onion skin and observed it under the
compound microscope. When he viewed the specimen through the eyepiece, he noticed that
the image is not clear, and the details of the cells are not visible.

12. What do you think will John do in order for him to come –up with a good result?
A. Adjust the coarse focus until the cells become visible
B. Put a cover slip on the dyed onion before placing it on the stage
C. Draw onion cells by looking at the dyed onion in your observation notebook
D. Select the proper objective lens by adjusting the revolving nosepiece several times

13. Onion is all over the news today because of its high price in the market. You decide to
examine its cell under a microscope by getting a very thin tissue of the onion. You placed
the tissue on a slide and put a small drop of dye on it. What should be done next?
A. Directly above C. within the rock layer
 B. Directly below D. along the fault line

14. To observe the specimen clearly using the compound microscope, you need to adjust the
diaphragm. What is the purpose of doing this?
A. You want to adjust the stage.
B. You want to adjust the objective.
C. You want to adjust the amount of light.
D. You want to adjust the magnification of the specimen.

15. You are a laboratory technician preparing to focus a specimen using a compound
microscope. Which adjustment knob should you use first to bring the specimen into
approximate focus?
A. The fine adjustment knob
B. The objective lens
C. The coarse adjustment knob
D. The stage adjustment knob

16. Your Biology teacher requested you to adjust the compound microscope in such a way
that the image of the specimen under observation would be most zoomed in. What part of
the objective lenses are you going to adjust?
A. low power objective
B. high power objective
C. medium power objective
D. any power objective will do
17. The organization of the biological world is hierarchical, that is each level builds on the
level below it. It starts with the cellular level where atoms and the fundamental elements
of matter are joined together into clusters called molecules. Complex molecules are
assembled into tiny structures called organelles within membrane-bounded units call
cells. And similar cells can further form as a group to act as tissue, organ, or body
system. What is the human body system?
A. It is composed of organs that function as one unit.
B. It is composed of the different cells and organs of the body.
C. It is composed of several tissues and forms an organ of the body.
D. It is composed of similar organelles and connects as a structure that has a specific
function.
18. Natura non facit saltus is a Latin phrase for "nature does not make jumps”. This is an
important principle of natural philosophy and an important element of Charles Darwin's
treatment of natural selection in his Origin of Species which means that one cannot go
into something without undergoing levels of biological development. How would you show
the correct order of the levels of biological development from the simplest to the most
complex?
A. Cell --Organ --Tissue --Organism
B. Cell --Tissue – Organ --Organism
C. Cell --Tissue -- Organ System – Organism
D. Cell – Tissue – Organ --Organ System – Organism

19. In biology, the cell is the basic membrane-bound unit that contains the fundamental
molecules of life and of which all living things are composed. Similar cells can group
together to form another level of biological organization. For example, a group of muscle
cells, epithelial cells, and connective cells can form this level. What is the biological level
that can be formed?
A. Organelles are formed because it is a group of cells bonded together.
B. Tissues are formed because they are groups of similar cells that carry out a specific
function.
C. Organs are formed because they are composed of a bigger unit and can function in a
specific manner.
D. Organ systems are formed because the level becomes complex and together, they
function as one vital part of the organism.
 For questions, 20 to 25, refer to the figure below:

20. How will you describe the level of organization in biology as shown in the figure?
A. It is arranged from the smallest to the largest level.
B. It is arranged from the largest to the smallest structure.
C. Each level in the hierarchy is important in the organization.
D. Each level in the hierarchy can be placed anywhere in the organization.

21. What composes an ecosystem?

A. It is composed of organisms.
B. It is everything found in the environment.
C. It is composed of living and interacting organisms with similar or different species
existing in a particular area.
D. It is composed of all living and non-living organisms that interact with each other to
continue reproducing and existing in several areas.

22. What composes a biological community?

A. It is composed of organisms.
B. It is everything found in the environment.
C. It is composed of living and interacting organisms with similar or different species
existing in a particular area.
D. It is composed of all living and non-living organisms that interact with each other to
continue reproducing and existing in several areas.

23. What composes a population?

A. It is composed of organisms.
B. It is everything found in the environment.
C. It is composed of living and interacting organisms with similar or different species
existing in a particular area.
D. It is composed of all living and non-living organisms that interact with each other to
continue reproducing and existing in several areas.

24. What composes an organ system?

A. It is composed of different organs.
B. It is composed of very tiny particles called atom.
C. It is composed of living and interacting organisms with similar or different species
existing in a particular area.
D. It is composed of all living and non-living organisms that interact with each other to
continue reproducing and existing in several areas.
25. Which of the following best describes the different levels of biological organization from
cell to biosphere?
A. As separate and independent levels that do not interact with each other.
B. As a circular system, each level affects and is affected by the other levels.
C. As a hierarchical arrangement, each level of biological organization, from the cell to
the biosphere, is built upon and depends on the previous level.
D. As a series of disconnected and unrelated processes
26. Mr. Tondo asked a group of his students to examine two unknown cell specimens under
a compound microscope and you summarized your observation in the table below:
Structure Specimen A Specimen B
Cell Membrane  
Cell wall  x
Chloroplast  x
Mitochondria  
Nucleus  
Vacuoles  x
Centrioles x 
What can be said about specimens A and B?
A. Specimen A is a plant cell.
B. Specimen B is a plant cell.
C. Specimen A is a plant cell while Specimen B is an animal cell.
D. Specimen A is an animal cell and Specimen B is a plant cell.

27. A group of students is observing a cell through an electron microscope. They notice that
the specimen contains a cell wall, nucleus, and chloroplasts. Which of the following could
the specimen being observed belong to?
A. Bacteria B. Dog fur C. Rose leaf D. Chicken’s beak

28. Felly is finalizing observations about plant and animal cells. After the activity, she made a
conclusion about the cells. What do you think is the correct conclusion?
A. Both plant and animal cells are similar.
B. Animal cell has cytoplasm, and a plant cell has mitochondrion.
C. Animal cell has a cell membrane, and a plant cell has a cell wall.
D. Animal cell has bigger vacuole, and lots of chloroplasts than plant cell.

29. John is a biology student who is currently studying the fundamental concepts of life. He is
curious about why the cell is considered the basic structural and functional unit of all
organisms. He consults his professor, who suggests that he research the topic and take a
practice test to evaluate his learning. Why is the cell considered the basic structural and
functional unit of all organisms?
A. Because all organisms have only one type of cell.
B. Because all organisms have the same size and shape of cells.
C. Because all organisms are composed of one or more cells.
D. Because all organisms have a nucleus in their cells.

Read the story and use the illustration to answer question 30.
A wise queen in a tiny kingdom wanted to study the anatomy of all living things. So her
scientists collected samples from plants and animals, which they studied under a
microscope. They discovered that all living things are made up of tiny units called cells.
Each cell has a specific function essential for the organism's survival, whether a plant or
an animal. So the queen declared that the cell is the basic structural and functional unit of
all living things.
30. A Explain why the cell is considered all organisms' basic structural and functional unit.
I. Cells are the fundamental unit of life, capable of carrying out all essential life processes
and forming the building blocks of all living organisms.
II. Cells are the largest unit of life capable of carrying out all essential life processes.
III. Cells can communicate and interact with each other, allowing them to work together to
maintain the overall health and function of the organism.
IV. Cells are specialized units that work together to form tissues and organs

A. I and III B. II and III C. I and IV D. II and IV

31. Based on the illustration above, which of the following best differentiates plant and animal
cells according to the presence or absence of specific organelles?
A. Animal cells have cell walls made of cellulose, while plant cells do not have a cell wall.
B. Plant cells have chloroplasts for photosynthesis, while animal cells do not have this
organelle.
C. Plant cells have large central vacuoles for storage, while animal cells have smaller
vacuoles or none.
D. Plant cells have lysosomes for waste disposal, while animal cells do not have this
organelle.

32. Plant and animal cells have similar and different organelles. What is the difference
between plant cells from animal cells?
A. Only plant cells have nuclei. B. Only plant cells have vacuoles.
C. Only plant cells have lysosomes. D. Only animal cells have cell walls

Study the image below and answer question 33-34.

33. Which of the following best differentiates asexual and sexual reproduction in terms of the
number of individuals involved and the similarity of offspring to parents?
A. Asexual reproduction involves two parents and produces offspring genetically identical
to the parents. while sexual reproduction involves one parent and produces genetically
diverse offspring with unique traits.
 B. Asexual reproduction involves one parent and produces offspring genetically identical to
the parent. while sexual reproduction involves two parents and produces genetically
diverse offspring with unique traits.
C. Both asexual and sexual reproduction involves two parents and produces genetically
diverse offspring with unique traits.
D. Both asexual and sexual reproduction involves one parent and produces offspring
genetically identical to the parent.

34. There are two types of reproduction asexual and sexual. How do offspring resulting from
asexual reproduction differ from those of sexual reproduction?
A. In both asexual and sexual reproduction, offspring are genetically identical to each
other and to their parents.
B. In both asexual and sexual reproduction, offspring are not identical to each other or to
their parents.
C. In asexual reproduction, there is variation between parents and offspring while in
sexual reproduction, offspring are genetically identical to each other and to their
parents.
D. In asexual reproduction, offspring are genetically identical to each other and to their
parents while in sexual reproduction, there is genetic variation between parents and
offspring.

35. Examples of asexual and sexual reproduction can be observed in the environment.
Which of the following is an example of sexual reproduction?
A. laying eggs B. cutting stems C. binary fission D. spore formation

36. What is the main difference between asexual and sexual reproduction?
A. Sexual reproduction requires one parent, but asexual requires two.
B. Asexual reproduction requires one parent, but sexual reproduction requires two.
C. Sexual reproduction is faster and can produce a lot of offspring than asexual
reproduction.
D. Asexual reproduction is slower, so offspring are more difficult to reproduce than sexual
means.
37. The ecosystem is naturally composed of biotic and abiotic factors. What is the difference
between biotic and abiotic factors?
A. Biotic factors are the living components of the ecosystem while abiotic factors are the
non-living components.
B. Biotic factors are the non-living components in the ecosystem while the abiotic factors
are the living components.
C. Biotic and abiotic factors are both living components that interact so the reproduction
of the different species continues in the ecosystem.
D. Biotic and abiotic factors are composed of both living and non-living components in the
ecosystem that interacts with each other for the continuity of life.
38. Study the picture below and tell what are the examples of abiotic components of the pond
ecosystem.

A. The abiotic components are the soil and water.

B. The abiotic components are plants, ducks, fish, and insects.
C. The abiotic components are the underwater plants and animals.
D. The abiotic components are the plants, animals, soil, and water found in the pond
ecosystem.
39. An ecosystem to be sustainable and livable should contain biotic and abiotic
components. The following are examples of biotic components, except
A. growth of flowers C. caterpillar, grasshopper
B. soil in the ground D. tadpoles, fish, and dragonflies

40. David is a student who is currently studying the different components of an ecosystem in
his environmental science class. He is having a hard time understanding the difference
between biotic and abiotic components. How would you explain to David the difference
between biotic and abiotic components of an ecosystem?
A. Biotic components and abiotic components both include living factors.
B. Biotic components include non-living factors, while abiotic components include living
factors.
C. Biotic components include living factors, while abiotic components include non-living
factors.
D. Biotic components and abiotic components both include non-living factors

41. Men-men’s cat found a rat in the garden as shown in the picture below. What possible
relationship is being exhibited by this situation?

A. Predation, the cat hunts the rat for food.

B. Commensalism, both cat and rat are benefitted.
C. Mutualism, the cat and the rat-like to play hide and seek.
D. Parasitism, there are parasites present in the stomach of cats and rats.
42. One of the serious diseases nowadays is Dengue fever caused by mosquitoes. Dengue
fever is caused by a virus transmitted to a person when bitten by female Aedes
mosquitoes. What relationship is exhibited by this example?
A. Mutualism is shown when the mosquito is benefitted by sucking the blood of the bitten
person.
B. Parasitism is shown when the mosquito gets food from the blood of the bitten person
but in the process transfers the virus.
C. Commensalism is shown when both the person and the mosquito created an effect on
each other causing them to have equal benefits.
D. Predation is shown when a mosquito bites the person, it becomes the predator, and
the person becomes the target prey as a source of food.

43. In a grassland ecosystem, the population of rabbits has increased significantly due to a
decrease in predation by foxes. As a result, the population of grasshoppers has
decreased due to overgrazing by rabbits. Describe the ecological relationship that exists
between rabbits and grasshoppers.
A. Mutualism because both species benefit from their interaction.
B. Commensalism occurs because one species benefits from the interaction, but the
other species is unaffected.
C. Parasitism since one species benefits from the interaction, but the other species is
harmed.
D. Competition two or more species require the same limited resources, such as food or
shelter.
44. Below is a common scenario when one goes to the farm. What relationship can be
described using this picture?

A. Predation. Carabao eats the heron for food.

B. Mutualism. Both heron and carabao benefit from one another.
C. Symbiotic Relationship. Both heron and carabao benefit when they are together.
D. Commensalism. The heron benefits while the carabao is neither helped nor
harmed.
45. There is one group of fish at sea called the feeder fish. These fish usually follow behind
sharks to pick up food scraps left behind by the sharks. This can be an example of
commensalism because_____________.
A. the fish can be eaten by the sharks which benefits them.
B. the fish benefits but does not harm the sharks in the process.
C. the fish is in danger once discovered by the sharks as they follow them.
D. the fish can be the prey and the sharks as predators since they are big and powerful.

46. Drought and flood are just two common environmental phenomena that have a profound
effect on the ecosystem. What will happen to a farming community when drought
happens?
A. There will be a lot of water causing plants to die.
B. There will balance of the ecosystem between plants and animals.
C. There will be a shortage of water affecting plant growth, propagation, and production.
D. There will be a harsh effect wherein plants and animals

47. If the temperature in the ocean ecosystem continues to rise, what would happen to the
aquatic organisms?
A. Aquatic organisms like fish will hide in the coral reefs.
B. Aquatic organisms will benefit from the warm temperature.
C. Aquatic organisms will not be affected by high temperatures.
D. Aquatic organisms that could not resist high temperatures will die.
E.
48. What kind of organisms will be able to survive in a warm, humid, and rainy ecosystem
such as the tropical rainforest?
A. cacti, succulents, bushes
B. orchids, bromeliads, vines
C. grasses, seasonal vegetables, shrubs
D. blueberry, lichens, fruit-bearing trees

Maria is a marine biologist who is studying the effects of climate change on coral reefs.
She is particularly interested in how changes in abiotic factors such as temperature and
pH levels can affect the health of the coral reefs and the organisms that live in them.
Maria spends a lot of time diving in the ocean and collecting data on the coral reefs and
their surrounding environment.
One day, Maria notices that the temperature of the water has increased by several
degrees and the pH levels have become more acidic. She becomes concerned about the
potential impact of these changes on the coral reefs and the organisms that depend on
them. She decides to conduct an experiment to test her hypothesis that the changes in
abiotic factors will have a negative effect on the ecosystem.
 Maria sets up an experiment in which she raises the temperature and acidity levels of a
tank of water to mimic the changes she observed in the ocean. She then adds coral and
other marine organisms to the tank and observes their behavior over a period of several
weeks.

49. What is the potential impact of increased temperature and acidity levels on coral reefs
and their associated organisms?
A. Increased biodiversity and growth rates
B. Decreased predation and competition
C. Increased susceptibility to disease and bleaching
D. Increased reproductive success and genetic diversity

In a lush green valley, a community of farmers had been tilling the land for generations.
Tall mountains surrounded the valley, providing a perfect climate for farming. The farmers
grew crops such as wheat, corn, and vegetables that sustained their livelihoods.

However, one summer, the valley experienced an unexpected change in the abiotic
factors. The temperature began to rise, and there was a lack of rainfall, essential for crop
growth. As a result, the once-green valley slowly began to turn brown, and the crops started
to wilt and die.

I. Reduced plant growth and productivity can lead to food shortages and economic
hardship for the community.

II. Increased competition among organisms for limited resources such as water and
nutrients can result in decreased biodiversity and changes in the food web.

III. Changes in the physical structure of the ecosystem, such as erosion and loss of soil
fertility, can have long-term impacts on the ecosystem's health.

IV. Increased competition among organisms will lead to abundant resources as well as
an increase in biodiversity.

50. Which of the following will most likely be the effect/s of changes in abiotic factors on the
ecosystem?
A. II only B. IV only C. I, II, and IV D. I, II, and III
 Republic of the Philippines
Department of Education
REGION VI - WESTERN VISAYAS
SCHOOLS DIVISION OF CADIZ CITY
Second Quarterly Examination
GRADE 7 – SCIENCE
SY 2023-2024
Table of Specification
Item Location

Competencie
No. of Items
Understand
Remember

Learning

Evaluate

%age of
Analyze

Create
Apply
Competencies

s
1. Identify parts of the 2,3,4, 5 6,7,8,9 1
microscope and their 10, 11 11 22%
functions;
2. Focus specimens 12, 13 14, 15, 5 10%
using the compound 16
microscope
3. Describe the different 23, 24, 18, 19 17 20,21,22 9 18%
levels of biological 25
organization from cell to
biosphere;
4. Differentiate plant 26, 27, 31, 32 5 10%
and animal cells 30
according to presence
or absence of
certain organelles;
5. Explain why the cell 28,29, 2 4%
is considered the
basic structural and
functional unit of all
organism

6. Differentiate asexual 36 33,34,35 4 8%

from sexual
reproduction in terms of:
1 Number of individuals
involved;
2 Similarities of
offspring to parents
7. Differentiate biotic 37,38 39, 40 4 8%
from abiotic
components of an
ecosystem
8. Describe the different 41, 42, 44, 45 5 10%
ecological 43
relationships found in an
ecosystem
9. Predict the effect of 46, 47, 49, 50 5 10%
changes in abiotic 48
factors on the
ecosystem
No. of Items 9 8 6 20 7 50 100%
%age of Competencies 18% 16% 24% 40% 14% 100%